This study examines the educational effects of implementing a CLIL (Content and Language Integrated Learning)–based approach in a fourth-year university Business English course. The course incorporated presentation activities centered on digital business themes, including AI, robotics, and digital applications. Students selected industries of personal interest̶such as aviation, hospitality, tourism, and service sectors̶and analyzed task automation and human roles before proposing original digital applications. Data were collected through post-course questionnaires, analysis of presentation materials, and instructor observation records. The results indicate that students gained confidence in explaining specialized content in English and developed the ability to distinguish between AI-driven task automation and human-centered value creation. In particular, the final presentations demonstrated a cognitive shift from analyzing the feasibility of automation to examining the value created by human involvement. This progression suggests evidence of cognitive development within a CLIL framework. The findings imply that Business English course design integrating digital themes and presentationbased tasks can effectively foster both English proficiency and future-oriented thinking, offering pedagogical implications for English education in digitally evolving societies.
Jiro WATANABE (Mon,) studied this question.
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